Administration Books - Page 5

Classroom Management for Elementary Teachers (6th Edition)

Carolyn M. Evertson, Edmund T. Emmer, Murray E. Worsham

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Customer Reviews:
Total reviews: 9 Average rating: 5.0 of 5

Book purchase 5 out of 5 stars.
0 of 0 people found this review helpful.

Smooth and speedy transaction. Updated emails on the tracking of my purchase were much appreciated. Great buy. Recommended.

Elementary Classroom Management 5 out of 5 stars.
0 of 0 people found this review helpful.

Very good reference on how to handle an elementary classroom. Children's environment and temperament were considered. Sample lay-outs included.

Editorial Review:

This best-selling text helps teachers plan, implement, and develop the most basic classroom management tasks to build a smoothly running classroom that encourages learning. Written for the prospective or new elementary-level teacher, the text's content is ready to be applied in a classroom setting. The text addresses the planning decisions teachers must make, including arranging the physical space; creating a positive climate; establishing expectations, rules, and procedures; planning and conducting instruction; encouraging appropriate behavior; addressing problem behavior; and using good communication skills, with particular attention paid to the growth of diverse and inclusive classrooms. All examples, checklists, case studies, and group activities are designed for the elementary level.

Building Background Knowledge For Academic Achievement: Research On What Works In Schools

Robert J. Marzano

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Total reviews: 4 Average rating: 5.0 of 5

Editorial Review:

In Building Background Knowledge for Academic Achievement, Robert J. Marzano shows how a carefully structured combination of two approaches--sustained silent reading and instruction in subject-specific vocabulary terms--can help overcome the deficiencies in background knowledge that hamper the achievement of many children.

Readers will learn
* The principles that underlie an effective sustained silent reading program
* A five-step process for using sustained silent reading to enhance background knowledge
* The defining characteristics of effective vocabulary instruction
* A six-step process for direct instruction in vocabulary in each discipline
* The vocabulary terms critical to students’ success in every academic subject

Vignettes suggest how the recommended reading and vocabulary instruction programs might be implemented in elementary schools, middle and junior high schools, and high schools. The book also includes a list of 7,923 vocabulary terms culled from the national standards documents and other publications, organized into 11 subject areas and 4 grade-level categories.

With its research-based recommendations and step-by-step approach, Building Background Knowledge equips educators with the tools they need to help close the achievement gap and enable all students to succeed.

Looking Beyond the Ivy League: Finding the College That's Right for You

Loren Pope

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Customer Reviews:
Total reviews: 25 Average rating: 4.0 of 5

Gives another perspective on the college search 4 out of 5 stars.
3 of 3 people found this review helpful.

My son is in high school and is beginning to look at colleges. He is an above-average but not exceptional student -- takes challenging courses (AP, intensified, etc.) but has around a 3.3 GPA unweighted. I myself was mesmerized by "selective" colleges when I was a college shopper 25 years ago, especially if they had gorgeous, traditional campuses. The more steeped in tradition, the better! One main difference between my son and me, though, is that I was a super motivated student who was a good match for this type of college. My son is not motivated by the same types of things as I was, and although he wants to go to college, he is not motivated by prestige like I was, and he just wants to go somewhere where he can contribute and discuss ideas. Of course, he wants to work toward something that will help him get a job, but above all else, he wants to grow from the experience. He simply does not have the grades to get into the top tier private or state schools (in our state, UVA and W&M), and I'm not about to stress him out by pushing him to be someone he's not and aspire to those level of colleges. That would be setting him up for failure. For this type of student, who I believe is like the majority of students, I think Mr. Pope's book is a breath of fresh air. I would have given it a five-star rating but for his unfounded generalizations about top tier schools (more on that later).
I think what Mr. Pope is trying to show in his books (and they have recently been updated -- so those of you grumbling about the out-of-date information can cease to whine now...) is that there are plenty of options out there BESIDES the name brand, top tier schools that can inspire and educate the middle range of students very well and in some cases just as well as or better than the Ivies. Many of the middle range or "B" students are thoughtful, interesting people who WILL contribute to their colleges and to making an interesting student body. The smartest 5 - 10 per cent of high school students don't have a monopoly on being interesting and involved students, contrary to what many in our high-powered, competitive area (Wash D.C. suburbs) may think. I think Mr. Pope does an excellent job of explaining what small colleges have to offer and why they would be a superior choice for many students.
Where I believe he falls down a bit is in making blanket statements about some other (usually competitive and/or Ivies) colleges/universities that simply are unfounded. For example, at one point he says that Emory and Henry College in Virginia does a far superior job than William & Mary (W&M), UVA, and Washington-Lee at producing graduates who make a difference in their world. How can he make a comment like that unless he knows each an every person who graduates from those schools? W&M and UVA both have some of the highest Peace Corps participation rates among their graduates of any colleges/universities in the country. Greedy, grade-grubbing, self-serving people usually don't serve in the Peace Corps. Both colleges also have a large number of Truman, Rhodes, Fulbright and other special scholars; and their graduates are quite often civically involved in my community in large numbers. I think Mr. Pope's information about these small colleges is useful, and my son may very well choose one of these schools. But, please, Mr. Pope, your book will have much more credence and sway if you take a positive approach and not slander the "competitive" schools with hollow rhetoric you cannot back up with fact. Sure there are nerdy loosers who graduated from the Ivies and their "clones," but so there are from any college. Generalizations are always dangerous, because they are rarely true across the board.
You can continue in future editions to build up these lovely small colleges without cutting down the large state schools and/or the top tier ones. They are gems, as you say, but please don't belittle more well known schools in illustrating your point.

Editorial Review:

The celebrated book that revolutionized the way Americans choose colleges—now fully revised and updated

An invaluable guide with virtually no competition, this book helped to establish Loren Pope as one of the nation’s most respected experts on the college application process. Now fully revised and updated, Looking Beyond the Ivy League offers a step-by-step guide to selecting the right institution, a checklist of specific questions to ask when visiting a college, the secrets to creating good applications and good applicants, and much more. With as few as one-third of college students remaining at the institution they entered as freshmen, finding the right college is harder than ever before. This book makes it easier for students and their parents.

The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric

Sister Miriam Joseph, Marguerite McGlinn

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Total reviews: 20 Average rating: 4.5 of 5

Editorial Review:

Who sets language policy today? Who made whom the grammar doctor? Lacking the equivalent of l'Acadmie franaise, we English speakers must find our own way looking for guidance or vindication in source after source. McGuffey's Readers introduced nineteenth-century students to "correct" English. Strunk and White's Elements of Style and William Safire's column, "On Language," provide help on diction and syntax to contemporary writers and speakers. Sister Miriam Joseph's book, The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric, invites the reader into a deeper understanding--one that includes rules, definitions, and guidelines, but whose ultimate end is to transform the reader into a liberal artist.

A liberal artist seeks the perfection of the human faculties. The liberal artist begins with the language arts, the trivium, which is the basis of all learning because it teaches the tools for reading, writing, speaking, and listening. Thinking underlies all these activities. Many readers will recognize elements of this book: parts of speech, syntax, propositions, syllogisms, enthymemes, logical fallacies, scientific method, figures of speech, rhetorical technique, and poetics. The Trivium, however, presents these elements within a philosophy of language that connects thought, expression, and reality.

"Trivium" means the crossroads where the three branches of language meet. In the Middle Ages and the Renaissance, students studied and mastered this integrated view of language. Regrettably, modern language teaching keeps the parts without the vision of the whole. Inspired by the possibility of helping students "acquire mastery over the tools of learning" Sister Miriam Joseph and other teachers at Saint Mary's College designed and taught a course on the trivium for all first year students. The Trivium resulted from that noble endeavor.

The liberal artist travels in good company. Sister Miriam Joseph frequently cites passages from William Shakespeare, John Milton, Plato, the Bible, Homer, and other great writers. The Paul Dry Books edition of The Trivium provides new graphics and notes to make the book accessible to today's readers. Sister Miriam Joseph told her first audience that "the function of the trivium is the training of the mind for the study of matter and spirit, which constitute the sum of reality. The fruit of education is culture, which Mathew Arnold defined as 'the knowledge of ourselves and the world.'" May this noble endeavor lead many to that end.

Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum

Gerald M. Nosich

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Total reviews: 2 Average rating: 4.0 of 5

Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum 4 out of 5 stars.
9 of 10 people found this review helpful.

Although the topics discussed in this book initially seemed a bit convoluted or wordy to me, upon second review it was a worthwhile read. I have found that appreciating the labor and reflection involved in critical thinking is much like acquiring a taste for some strange food or drink you didn't like as a child, but then as one matures so do their tastebuds and expectations. "Learning to Think Things Through" was a good way to break myself into the subject of critical thinking. Again it came across as a bit overstated and even technical at first, but then after re-reading some portions, I found it to be a very good starting place.

Editorial Review:

A supplementary text for use in any subject-matter course at any educational level. This short, inexpensive guide is designed to help students learn to think critically in any subject-matter course. A combination of instruction and exercises shows them how to use critical thinking to more fully to appreciate the power of the discipline they are studying, to see its connections to other fields and to their day-to-day lives, to maintain an overview of the field so they can see the parts in terms of the whole, and to become active learners rather than passive recipients of information.

Classroom Management for Secondary Teachers

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Total reviews: 10 Average rating: 4.5 of 5

Editorial Review:

Provides secondary educators with the information and skills they need to establish management systems in today's richly multicultural classroom, and is based on the authors' 25 years of extensive research conducted in more than 500 classrooms. It addresses the planning decisions teachers must make, including arranging the physical space, establishing rules and procedures, planning and conducting instruction, encouraging appropriate behavior, addressing problem behavior, and using good communication skills with care to the increasingly ethnically diverse classroom profile. All examples, checklists, case studies, and group activities are designed specifically for the secondary level. Promotes effective learning and smoothly-functioning classrooms with practical, step-by-step guidelines that emphasize proactive planning. New case studies in Chapter 10 teach inclusion by expanding on the importance of teaching every student. Encourages educators to rise to the diversity challenge. Completely updated readings with special attention to culturally diverse students and students living in extreme poverty provide readers with important information and actual case studies. This new edition maximizes technology tools in the classroom by introducing technology management. Chapters 1-6 include information on technology safety for students, using technology to manage classrooms, incorporating technology with developing rules and routines, managing special groups, and designing cooperative learning. Secondary Educators.

Montessori: The Science behind the Genius

Angeline Stoll Lillard

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Total reviews: 16 Average rating: 5.0 of 5

Editorial Review:

Traditional American schooling is in constant crisis because it is based on two poor models for children's learning: the school as a factory and the child as a blank slate. School reforms repeatedly fail by not learning from the shortcomings of these models. One hundred years ago, Maria Montessori, the first female physician in Italy, devised a very different method of educating children, based on her observations of how they naturally learn. Does Montessori education provide a viable alternative to traditional schooling? Do Dr. Montessori's theories and practices stand up to the scrutiny of modern-day developmental psychology? Can developmental psychology tell us anything about how and why Montessori methods work? In Montessori, now with a foreword by Renilde Montessori, the youngest grandchild of Maria Montessori, Angeline Stoll Lillard shows that science has finally caught up with Maria Montessori. Lillard presents the research concerning eight insights that are foundations of Montessori education, describing how each of these insights is applied in the Montessori classroom. In reading this book, parents and teachers alike will develop a clear understanding of what happens in a Montessori classroom and, more important, why it happens and why it works. Lillard, however, does much more than explain the scientific basis for Montessori's system: Amid the clamor for evidence-based education, she presents the studies that show how children learn best, makes clear why many traditional practices come up short, and describes an ingenious alternative that works. Everyone interested in education, at all levels and in all forms, will take from this book a wealth of insights. Montessori is indispensable reading for anyone interested in what psychologists know about human learning and development, and how to use it to improve teaching effectiveness.

Education's End: Why Our Colleges and Universities Have Given Up on the Meaning of Life

Anthony T. Kronman

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Total reviews: 13 Average rating: 3.5 of 5

Editorial Review:

The question of what living is for—of what one should care about and why—is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life’s most important question to an honored place in higher education.

 

The author contrasts an earlier era in American education, when the question of the meaning of life was at the center of instruction, with our own times, when this question has been largely abandoned by college and university teachers.  In particular, teachers of the humanities, who once felt a special responsibility to guide their students in exploring the question of what living is for, have lost confidence in their authority to do so. And they have lost sight of the question itself in the blinding fog of political correctness that has dominated their disciplines for the past forty years.

 

Yet Kronman sees a readiness for change--a longing among teachers as well as students to engage questions of ultimate meaning. He urges a revival of the humanities’ lost tradition of studying the meaning of life through the careful but critical reading of great works of literary and philosophical imagination. And he offers here the charter document of that revival.

 

 

A Handbook for Classroom Instruction That Works

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Total reviews: 7 Average rating: 3.0 of 5

Editorial Review:

What types of instructional strategies work best to improve student achievement? Where can I learn about those strategies? How can I use them in my classroom? Whether you address these issues alone or as part of a study group, you'll find the answers in this book. These strategies can be applied to all content, in all grades, with all students.

After briefly reviewing the research base for these instructional strategies, the authors advise you to choose among strategies presented for those that interest you and fit your classroom needs. They guide you through each strategy, showing how to reflect on your current beliefs and practices and recommending how to use the strategy. Exercises help you check your understanding; rubrics help you to assess the effectiveness of the strategy with your students.

Worksheets, blackline masters, and other materials are supplied to help you envision how to use the strategies in your classroom. Also included is a section on instructional strategies for specific types of knowledge, such as learning vocabulary terms, organizing ideas, and developing processes. To improve effectiveness in planning units, the authors describe a framework for using the strategies.

This handbook is designed to help you begin using effective instruction strategies immediately. If you are interested in a synthesized account of the research that undergirds these practical, proven strategies, refer to Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Marzano, Pickering, and Pollack (ASCD, 2001).

What Really Matters for Struggling Readers: Designing Research-Based Programs (2nd Edition) (What Really Matters Series)

Richard L. Allington

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Total reviews: 14 Average rating: 4.5 of 5

Editorial Review:

What Really Matters for Struggling Readers offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties.

• Includes clear, non-technical summaries of research on the subject of children as proficient readers.
• Research section on reading fluency that provides instructional models and methods for fostering fluency, including pause-prompt-praise, partner reading, taped read -alongs, impress method, choral reading, and fluency charting.
• Research section that studies the effects of enhancing access to appropriate books and offers suggestions for designing schools where all children have books that are appropriate.

In What Really Matters for Struggling Readers, nationally recognized scholar Dick Allington offers easy-to-understand interpretations of research that support three important principles: Children need to read a great deal to become proficient readers, offering summaries of research on the subject, the text shows how to monitor the amount of reading and create interventions that expand reading activity. Children need access to appropriate books, exploring the research on the subject, the text contains suggestions for designing schools where books are available and appropriate for all children. Children need to develop fluent reading to become proficient readers, reviewing the research on reading fluency, the text provides instructional models and methods for fostering fluency.

Richard L. Allington is the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from the International Reading Association for his "contributions to the better understanding of reading and learning disabilities". Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.